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Sound Reflexes: Micro-Analysis of Meaningful Moments with Children
Receiving Music Therapy
Elizabeth Scott Johns
An exegesis submitted to Massey University and Victoria University of Wellington in partial fulfilment of the requirements for the degree Master of Music Therapy,
The New Zealand School of Music,
2013.
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Abstract
This study investigates meaningful moments in improvised music created during individual music therapy sessions with children who have delays in various areas of development.
Secondary analysis of clinical records (session notes and video footage) was used in this music centred research to identify meaningful moments in the music. Six meaningful moments were chosen, each from a different child, and subsequently the musical interactions of the child and student music therapist were transcribed in detail. An ethnographic, microanalysis approach was applied to analyse and interpret the observable features of the music.
The analysis of what was happening in the music helped the researcher to understand and articulate the meaningful moments. Meaningful moments were found to be shared experiences in the co-creation of music, which provided opportunities to foster a responsive interpersonal relationship between the child and therapist. They occurred because the music provided a framework for structure and change through synchronicity and regularity/flow as well as variation, tension, suspension, expectation and anticipation. The meaningful moment was facilitated by musical elements: rhythm, tempo, pitch/melody, harmony, timbre and volume/dynamics; and musical techniques: imitation, pause, space, repetition, anacrusis and gestural actions.
A review of the literature was undertaken to examine the use of improvisation and the
importance of meaningful moments, in music therapy. The findings are discussed drawing
from the related literature and the theory of expectation. The strengths and limitations of the
study are stated along with the implications for training and further research in this field.
Acknowledgements
My Love and gratitude to everyone who has helped me on this journey.
To Mum, Dad, Dave and Anna for your Love, support and encouragement in all my endeavours.
To my supervisor Dr Daphne Rickson for all your efforts and guidance, I could not have done this without your support and experience. I have been privileged to learn from you.
To the Sir Roy MacKenzie Trust, enabling me to be on placement in a city outside of Wellington, which required monthly trips back and forth.
To Associate Professor Sarah Hoskyn for your input into my development as a student music therapist.
To the facility (name withheld) at which I was on placement this year, in particular Claire and Cris for your support, knowledge and skill, which motivated my learning to no end.
To my classmates Conor, Gary and Kate, what a journey!
To Fiona Hearn for peer checking and your enthusiasm for meaningful moments and musical notation.
To Jared for your help, questions and time.
To Clive for all your support, listening and encouragement.
To Rachel, Chris and Jemma for consistently housing me in Wellington on my monthly visits.
And importantly to the children and their parents who I was privileged to work with. Thank you for your trust, patience and above all continuing to remind me about the only moment we truly have, NOW.
The Massey University Human Ethics Committee gave ethical approval for this project.
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Table of Contents
Abstract ... iii
Acknowledgements ... iv
Table of Contents ... v
List of Figures ... viii
Chapter 1. Introduction... 9
1.1. Background ... 9
1.2. Music Therapy ... 10
1.3. Music Therapy and Shared Experiences ... 10
1.4. Research question ... 13
Chapter 2. Literature Review ... 14
2.1. Improvisation ... 14
2.2. Interaction and Music Therapy ... 15
2.3. Interaction and Shared Experiences ... 16
2.4. Meaningful Moments ... 17
2.5. Meaningful Moments and Music Therapy ... 18
2.6. Music Centred Music Therapy ... 19
2.7. Music Therapy with Children who have Developmental Needs ... 20
2.8. Summary... 21
Chapter 3. Methodology ... 23
3.1. Aim ... 23
3.2. Secondary Analysis of Data ... 23
3.3. Music Centred Research ... 24
3.4. Micro-Analysis of Data... 24
3.5. Notation ... 25
3.6. Self Declaration ... 25
Chapter 4. Methods ... 27
4.1. Data sources ... 27
4.2. Secondary Participants ... 27
4.3. Research Process ... 27
4.4. Peer Checking ... 29
4.5. Ethical Issues ... 30
4.6. Summary ... 31
Chapter 5. Findings ... 32
5.1. Research Question and Findings ... 32
5.2. Fleur ... 32
5.2.1. Child and Music Therapy Context ... 32
5.2.2. Description of the Music ... 33
5.2.3. Meaningful Moment from the Transcription ... 30
5.2.4. Interpretation ... 32
5.3. Peter ... 33
5.3.1. Child and Music Therapy Context ... 33
5.3.2. Description of the Music ... 34
5.3.3. Meaningful Moment from the Transcription ... 35
5.3.4. Interpretation ... 37
5.4. Dexter ... 38
5.4.1. Child and Music Therapy Context ... 38
5.4.2. Description of the Music ... 39
5.4.3. Meaningful Moment from the Transcription ... 40
5.4.4. Interpretation ... 42
5.5. Hannah ... 43
5.5.1. Child and Music Therapy Context ... 43
5.5.2. Description of the Music ... 43
5.5.3. Meaningful Moment from the Transcription ... 45
5.5.4. Interpretation ... 48
5.6. Max ... 49
5.6.1. Child and Music Therapy Context ... 49
5.6.2. Description of the Music ... 49
5.6.3. Meaningful Moment from the Transcription ... 51
5.6.4. Interpretation ... 54
5.7. Kurt ... 55
5.7.1. Child and Music Therapy Context ... 55
5.7.2. Description of the Music ... 56
5.7.3. Meaningful Moment from the Transcription ... 57
5.7.4. Interpretation ... 59
5.8. Answer to Research Question Restated ... 59
Chapter 6. Discussion... 61
6.1. Research question ... 61
6.2.Reflections on the research process ... 70
6.3. Reflections on the consent/assent process ... 71
6.4. Relating to Clinical Work ... 72
6.5. Strengths and Limitations ... 73
6.6. Implications for Research and Training ... 75
6.7. Conclusion ... 76
References ... 79
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Appendix 6: Pattern Interpretation #1 (‘Story-like’) ... 90
Appendix 7: Pattern Interpretation #2 (Grid format) ... 91
Appendix 8: Complete Transcription for Fleur ... 94
Appendix 9: Complete Transcription for Peter ... 106
Appendix 10: Complete Transcription for Dexter ... 116
Appendix 11: Complete Transcription for Hannah ... 124
Appendix 12: Complete Transcription for Max ... 133
Appendix 13: Complete Transcription for Kurt ... 141
List of Figures
Figure 1 Fleur’s Meaningful Moment ... 30
Figure 2 Peter’s Meaningful Moment ... 35
Figure 3 Dexter’s Meaningful Moment ... 40
Figure 4 Hannah’s Meaningful Moment ... 45
Figure 5 Max’s Meaningful Moment... 51
Figure 6 Kurt’s Meaningful Moment ... 57